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Claudia Mitchell

dominant social constructions of adolescence. The contributors to this issue add significantly to this work in locating age more centrally in girlhood discourses that intersect with geography, technology, class, race, sex, gender, and sexuality. They do so

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Holding Up Half the Sky

Global Narratives of Girls at Risk and Celebrity Philanthropy

Angharad Valdivia

advocates are considered women of color in the US, their domestic racialization does not transfer to this global issue documentary. Whereas Lene Christiansen and Lisa Richey (2015) found that the intersection between and among race, culture, and celebrity

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Natalie Clark

). Long before the writings of the early African American women activists who were part of the Combahee Collective in 1977 or Kimberle Crenshaw, the critical race scholar who coined the term intersectionality in 1989, early Indigenous activists such as

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Claudia Mitchell

justice-oriented online content.” In the next article, “‘Something Good Distracts Us from the Bad:’” Girls Cultivating Disruption,” Crystal Leigh Endsley analyzes “the spoken word poetry of black, brown, and mixed-race high school girls in New Orleans

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Nirmala Erevelles

have an impact on identity, autonomy, and selfhood. Frustrated by the way disability is not conceived of as a critical knowledge base similar to caste, gender, race, sexuality, and sexual orientation, Ghai laments the fact that contemporary scholarship

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Veronika Novoselova

limited access to feminist organizing, Rice suggests that their narratives of embodied transitions from childhood to womanhood convey complex and ambiguous understandings of gender, race, sexuality, disability, and other dimensions of identity. Written in

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April Mandrona

academics with markers of privilege (age, race, education) can become more closely allied to Indigenous girls. What Do Girls Say and Do? The creative processes girls employ to navigate and resist dominant systems of power might involve their “contesting

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Erin Newcomb

the possibility and reality of inter-class relationships in spite of its issues of race and class that may trouble contemporary readers (44). In her second chapter, she discusses Disney’s animated feature films Snow White (1937), Cinderella (1950

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Hanna Retallack

intersections of her interviewees’ identities. While there is mention that the sampling net was cast broadly, race, class, and bodily ability are removed entirely from all analysis. Queer identities are confined to one short chapter and girls of color, girls

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“I Hope Nobody Feels Harassed”

Teacher Complicity in Gender Inequality in a Middle School

Susan McCullough

.” In this way, her personal experience is a component of her complicity. References Archer , Louise , Anna Halsall , and Sumi Hollingworth . 2007 . “ Inner-city Femininities and Education: ‘Race’, Class, Gender and Schooling in Young Women